It would be reasonable for one to think that states are making a special effort right now to create more rigorous math curricula amid nationwide drops in test scores. But that person, unfortunately, would be completely wrong. In fact, some states are even doing the opposite.
California’s Board of Education approved a new comprehensive math framework on Wednesday that details how the state will refocus math instruction on “meaning-making” and “equity.” In fact, the words “Social justice,” or some variation of the word “equity,” appear 188 times in the document — including in the titles of multiple sections. Education Week reported that “It also encourages teachers to make math culturally relevant and accessible for all students, especially students of color who have been traditionally marginalized in the subject.”
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But it is unclear how exactly reorienting math — an area of academic study that does not operate in the subjective realm — toward the overtly political (or cultural) will actually benefit any students. It won’t, of course. But for those who have a nonsensical theory of the world that sees nothing as apolitical, making math about social justice and inequities makes perfect sense.
It gets worse: The original version of the framework recommended that all students take algebra I in (but not before) ninth grade. Yes, you read that right, ninth grade, in order “to reduce the potentially harmful effects of tracking, in which some students were relegated to lower-level courses as early as middle school and never caught up.” You see, the solution to some students not being able to take algebra until ninth grade is by forcing all students to do so and be permanently behind. Truly galaxy-brain-level thinking here.
Of course, if one does not take algebra I until ninth grade, then he will probably not have time to take calculus before college. If one does not take calculus before college, it will be incredibly difficult to be admitted to selective universities and keep up once in college. This would be a recipe to make mediocrity standardized. It is no big deal if individuals are at different places in their learning, but mandating that everyone be relegated to the lowest common denominator is unacceptable.
In the final version of the report, it recommends that not all, but most, students ought to take algebra I in ninth grade. This is a slight improvement, but only barely.
The framework also puts a significant focus on data science. But Education Week notes that “More than 400 academic staff at California colleges and universities signed a letter arguing that students who took a data science course instead of Algebra II would be ‘substantially underprepared for any STEM major in college.’” Additionally, the data science classes “could take students off the path to calculus that is expected for careers in STEM.” The decision to focus on data science was partly based on numbers that show those who took such classes had higher GPAs. But one explanation for that finding could be that data science classes are easier than their alternatives precalculus or calculus.
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This framework is a perfect case study in what our new progressive era values and what it does not. It values equality of outcomes (i.e., equity). It values looking at life through a political lens because “inequity” is everywhere (i.e., social justice focus). It values conformity (i.e., only a limited number of people should take algebra before ninth grade). What does it not value? First and foremost, rigor. Nor does it value merit.
There is only one way this can end: disaster. When we do not incentivize excellence and rigor, we should not be surprised when it disappears, test scores continue to drop, and children are increasingly unready for the challenges of university and the workforce. The tide must turn — and it must turn fast — before an entire generation of children pays the price.
Jack Elbaum is a summer 2023 Washington Examiner fellow.